L’acquisizione dell’inglese da parte di apprendenti italiani in contesti non guidati: l’errore linguistico in età prescolare

Over the past decades, ELT research has focused on the role of ICT in learning, considering all the forms of social media, cartoons, and videogames, since they can maintain high levels of interest, thus sustaining motivation. In particular, cartoons present a combination of verbal and nonverbal language, offering the opportunity to develop different levels of analysis, favouring a linguistic focus and a cultural one. The positive effects of cartoons on learning are proved by several researches, but this background of references must be re-structured if preschool children’s learning is considered. In order to analyse a learning that is both formal and informal, the present research will muse on the effects that different typology of cartoons have on English learning process in order to assess speaking skills, vocabulary knowledge, and motivation, paying specific attention to the role played by errors/mistakes.